age 14

Jake PinnerDiagnosis: Asperger syndrome

• 2010 Graduate, Jack C. Hays High School, Buda

• Full inclusion with IDEA supports

• Austin Community College Austin, Texas

• Section 504 supports

Age 19

• Strengths and talents– Foreign languages

– Music

– Remembering details

– Perfect pitch

– Calendar calculation

• School supports – Focus Program (Positive

Behavior support)

– Extra time for assignments

– Opportunity to retake tests

– Individual administration for TAKS

– BIP (Behavior Intervention Plan)

– Use of computer for assignments

– Help with organization

• Home supports– none

• State supports– none

• Transition Activities– help getting registered

at Austin Community College

• School and community activities

– Choir, solos, speaking engagements

• Employment– None

• What worked best in high school

– Focus Program

– Help with organization

– Extra time for assignments

• If I had a ‘do-over’

– I would have studied harder and focused more on homework

• College supports

– Note-taking, testing in OSD– Breaks during assessments

• After-class supports– None

• State supports

– DARS tuition and books

• College Employment

– None

• Transition Activities– Family and friend help organizing

and scheduling work

– I order my own prescriptions, make my own doctor appointments and see my doctor by myself

– I ask for help at the tutoring center when I have difficulty with college work

- I schedule appointments with OSD when necessary

• College & Community Activities- none

• What worked best during college

Good connection with OSD counselor

Tutoring center

Learning how to talk

to my professors

If I had a ‘do-over’

– Too soon to tell

WORK IN PROGRESS

• Organization

– managing my time

– keeping my school work (notebooks & binders) clean and organized

• Social interaction

– proper ways to communicate with friends or anyone I don’t know really well

• Participation in educational meetings

– being able to attend meetings

– understanding what’s going on

• Self-advocacy skills-asking for help when I need it

-explaining my disability

-knowing my modifications and

how to ask for them when I need

them

• Managing challenging teachers-Dealing with tough teachers

(teachers that are not really

experienced with Autism issues)

• Understanding my disability-understanding which behaviors

are happening

-how it may affect my self-esteem